Creating and Implementing a Research-Infused Botanical Curriculum: Exploring Plants from Communities to Molecules

生物科学(61)。这个以植物为基础的生命科学课程项目需要设计、实施和评估一种以研究为基础的教学创新模式，允许所有学生在生物体系的多个层次上进行原创生物研究，从分子到群落。该模式将正在进行的本科论文工作开发的实验室模块引入一年级的核心课程，然后将本科研究项目垂直纳入二年级、三年级和四年级的生物课程。这些模块补充了基本植物科学概念(群落生态学、分类学、生理学和分子种群遗传学)的传统教学，并促进了实验设计和分析技能的发展。此外，正在设计这些单元，使课堂研究人员了解在多个时间段(低级和高级课程)研究同一问题的几个不同方面和方法，并在这些课程中培养对科学过程的欣赏。这种方法不是只使用传统的一对一方法来指导本科生的研究，而是为所有生物学生提供第一手的、基于课程的研究体验。在评估这些单元在实现学生学习目标方面的有效性时，使用了几种既定和可靠的工具。这些单元设计灵活，允许在各种机构类型(包括中学、城市或农村大学以及学生人数较少或较多的学校)采用研究型教学模式，并通过一个网站共享。这种以研究为基础的教学模式还包括使用高水平的研究型学生在实验室练习期间指导一群低年级学生。研究型学生受益于接受宝贵的教学培训；担任导师使他们有机会变得更有知识，更善于就他们选择的研究主题进行交流。该项目由新兴前沿司生物科学局共同资助。

Biological Sciences (61). This plant-based life sciences curriculum project entails the design, implementation, and assessment of an innovative model for research-based pedagogy that allows all students to do original biological research across multiple levels of the biological hierarchy, from molecules to communities. The model introduces laboratory modules developed from ongoing undergraduate thesis work into core first-year courses, then incorporates undergraduate research projects vertically into biology curricula at the sophomore, junior, and senior levels. The modules supplement traditional instruction in basic plant science concepts (community ecology, taxonomy, physiology, and molecular population genetics), and facilitate development of experimental design and analysis skills. In addition, the modules are being designed to expose classroom researchers to several different facets of and approaches to studying the same problem during multiple time periods (lower- and upper-division courses), and to engender in them an appreciation of the scientific process. Rather than using only traditional one-on-one methods for mentoring undergraduate research, this approach provides first-hand, course-based research experiences for all biology students. The evaluation of the effectiveness of the modules at addressing goals for student learning incorporates use of several established and reliable instruments. The modules are designed to be flexible, allowing for adoption of the research-based pedagogy model at a variety of institutional types (including secondary schools, urban or rural universities, and schools with small or large student bodies), and are being shared through a website. This research-based pedagogy model also incorporates use of upper-level research students to mentor cohorts of underclassmen during laboratory exercises. The research students benefit by receiving invaluable instructional training; serving as mentors is giving them opportunities to become more knowledgeable and adept at communicating about their chosen research topics.This project is being co-funded by funds from the Directorate for Biological Sciences, Emerging Frontiers Division.